Peter Pan Playschool (CIO)

Inclusion: Strong standard

Leaders and staff have an excellent understanding of the importance of early identification of children's emerging and changing needs. They are very quick to identify when a child requires further support to meet their individual needs. Arrangements to work with multi-agency teams are very well established. Staff successfully form strong relationships with the local authority advisers, occupational therapists, educational psychologists and speech and language therapists to support the ongoing needs of individual children. They confidently use the advice from professionals and agencies to introduce learning programmes and interventions that are highly effective in supporting children's individual needs. Leaders work closely with parents to support children's additional needs and the assessment process.

Leaders and staff have high expectations for every child and skilfully adapt teaching to meet their different ages and stages of development. They effectively use targeted funding for additional support staff as well as specific learning programmes and resources. For example, they have purchased specialist resources, including books to be used in the setting or children's homes, which are targeted to develop children's speech and language development.

Children are monitored daily through observations. Staff note any progress made and identify any areas that may need additional targeted support to close any gaps in development.

Curriculum and teaching: Expected standard

Leaders and staff have a secure knowledge of child development and understand how to adapt activities to meet the age and stage of the children. Staff are responsive to children's interests and provide support when their games and ideas evolve. For example, staff provide cups for a water-tray activity as it changes into a milkshake-making workshop.

Leaders have designed a curriculum that meets the needs of all the children. They have a clear understanding of what they want the children to learn. Ongoing and effective assessments enable staff to accurately identify each child's next steps to support their sequenced learning. These are shared regularly with parents and carers, supporting a joined-up approach. Overall, children enjoy the broad range of activities on offer, although, at times, these are not organised as effectively as possible. For example, on occasion, too many children join activities, which limits learning.

Staff generally promote children's communication and language. They introduce new words to develop children's vocabulary. However, at times, staff are too quick to move on to other topics. This does not fully support children to engage in back-and-forth conversations.

Staff support children's love of the outdoor area and provide daily opportunities to develop their physical skills. For example, children show their achievements when developing their climbing skills. Mathematics is taught well throughout the setting. For example, staff provide different-sized jugs in the water tray to help introduce mathematical ideas such as volume and capacity through play-based learning.

Staff actively prepare children for new experiences and moving on in their education. For example, children visit the local school to help them prepare for their next stage of learning.

Achievement: Expected standard

Children typically make steady progress from their individual starting points and develop well across all areas of learning. They develop independence skills, such as children washing their hands without support and older children putting on their coats independently.

Generally, children make secure progress with their communication and language skills. Children are taught the importance of turn-taking skills and patience from a young age. Children use their developing understanding of mathematics as they compare the colours of cars and use fingers when counting in games. Children demonstrate physical strength and coordination. They enjoy running around outside, using stepping stones to balance, and practising climbing skills on the play equipment. They also enjoy making marks with crayons, helping them to develop their fine motor skills and in preparation for writing.

Children who may face barriers to their learning, such as in communication or social skills, take part fully in daily routines and activities. They demonstrate developing abilities to play alongside other children for short periods of time with the support of staff. Children with special educational needs and/or disabilities develop the skills they need to engage in activities and experiences that support their development and help them make progress from their starting points.

Overall, children develop the confidence and skills needed to move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders regularly remind children of behaviour expectations and rules. For example, when washing hands, the children are encouraged by staff to wait for their turn. There is a strong and appropriate focus on supporting children to understand how to work as part of a group. Staff sensitively teach children to take turns, for example, when rolling a car down a pipe in a popular water activity. At times, children need support to help them manage their feelings and behaviour. Staff generally recognise the development needs of each child and respond calmly and consistently. This helps children to understand what is expected of them and creates a safe, positive environment as they develop patience and self-control.

Leaders offer praise to children during activities. For example, during a mathematics activity, they enthusiastically say 'well done' as a child correctly places a domino in the right position. This supports children's self-esteem and helps them develop a sense of belonging, while also reinforcing and modelling positive behaviour.

Children generally listen and follow routines effectively, such as when they are asked to put on their coats or tidy up. This helps them to take ownership of their actions. Leaders understand the importance of routines for children, especially those with special educational needs and/or disabilities, to support consistency. However, this is not consistent throughout the day. During some group activities and transitions, some children become less engaged.

Leaders promote regular attendance and follow up on non-attendance. For example, parents are contacted promptly if the child does not arrive shortly after the expected time of arrival. This supports children's ability to experience a full curriculum.

Children's welfare and wellbeing: Expected standard

Leaders gather valuable information from parents to support children's individual care needs. This supports them to adapt routines in response to children's changing emotional needs. For example, staff are quick to intervene when children become overwhelmed, and they understand strategies to help each child calm down. Leaders and staff provide gentle guidance and reassurance, helping children feel safe, secure and valued. They build supportive relationships with every child, noticing how they feel, responding calmly and offering comfort when needed.

Leaders and staff encourage children to manage their personal care needs. Children wash their hands and feed themselves. Older children manage their own toileting needs with support from the visual timetable.

At lunchtime, children sit together to eat. However, staff do not always fully consider the organisation of this part of the daily routine. For example, the space becomes slightly overcrowded. This creates a disjointed atmosphere, limiting opportunities for children to develop social skills and interact with others during mealtimes.

Leaders support children to develop healthy habits. Children enjoy daily snacks, where they are offered fruit and vegetables to try. Children bring their lunches from home. Leaders talk with children about the food items in their lunch boxes, and children enjoy comparing them with each other. Leaders support children to develop an understanding of self-care. For example, children take part in toothbrushing activities where staff discuss the importance of keeping teeth clean, healthy food choices and brushing techniques.

Leaders provide opportunities for children to take carefully managed risks, such as negotiating stepping stones. They teach children skills for keeping themselves safe, such as how to use scissors independently.

Leadership and governance: Expected standard

Leaders have a clear ambition to provide high-quality provision for all children. They focus effectively on supporting children with special educational needs and/or disabilities and plan accordingly to ensure appropriate support is in place. Staff have positive relationships with parents and understand the importance of ongoing communication. Partnerships with parents are highly effective. Parents share important information with staff, such as routines, changes in circumstances and likes and dislikes, enabling staff to provide care that supports every child's needs. Staff work closely with parents to update children's routines and development using online systems. A weekly newsletter is shared with parents to keep them up to date with future learning plans, supporting continuity. Staff create an inclusive environment where children's backgrounds are recognised and valued. Leaders monitor children's progress and promote good attendance to ensure children benefit fully from the curriculum on offer.

While staff generally support children well, there are inconsistencies in how routines and interactions are organised across the day. For example, during lunchtime, the environment becomes overcrowded and noisy. This limits children's engagement and reduces opportunities for social interaction and learning. Leaders are successful in identifying staff's strengths and areas for development through regular supervision, appraisals and a staff recognition board that highlights positive attributes, achievements and contributions. This helps to acknowledge positive practice while identifying opportunities for professional development. Staff access relevant training that strengthens their knowledge and skills. Training priorities are informed by the current and emerging needs of the children. For example, leaders identified further special educational needs training as a priority. Many staff attended and are now able to implement their learning to better support children's needs and development. Staff report feeling valued and well supported by leaders, who place a strong emphasis on promoting wellbeing.

Overall, leaders effectively monitor the quality of the provision.